Criteria and Nomination Process

Purpose

To encourage English Language teacher development, consistent with the major goal of CEE, by promoting reflective inquiry in which teachers raise questions about teaching and learning in their own teaching/learning settings.

"It is the continual reformulation of what we know in the light of what we perceive that matters: and the hardening of what we know into a formula that we apply ready-made instead of reformulating - that is the danger. Thus, our most powerful ideas are relatively general, relatively unformulated starting points from which we constantly reformulate......Research findings are things we can know which could have bearing on what we do when we teach. And 'development' should be the name of the process of bringing this kind of knowing into relationship with this kind of doing." p. 150-James N. Britton, A Note on Teaching, Research and 'Development' in Prospect and Retrospect: Selected Essays of James Britton. Edited by G.M.Pradl, Boyton/Cook, 1982.

Criteria for the Award

Conducted by an English Language Arts Teacher at any level--preschool through university.

Published in any format including a distributed final research report during the two-year time period under consideration.

Focused on a systematic study of any aspect of the inquirer's own teaching, including collaborative research with other practitioners.

Application Procedures

Nominations accompanied by three copies of the published material, if possible, may be made by any Language Arts educator or by self-nomination. Nominations for studies published between January 1, 2010 and December 31, 2011 must be received no later than May 1, 2012. Winners will be notified in July 2012 and announced at the 2012 NCTE Fall Convention in Las Vegas, Nevada.

1993: Lucille Parkinson McCarthy and Stephen M. Fishman, "Boundary Conversations: Conflicting Ways of Knowing in Philosophy and Interdisciplinary Research," Research in the Teaching of English, December 1991